SETTING THE STAGE(To be reviewed before the session begins.)
Session Overview In this session, participants will learn to differentiate between hardware and software issues.
Focusing Questions What are the most common pc issues we have to troubleshoot?
How can I determine if it is a hardware or a software issue?
How can I troubleshoot the most common issues?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session: "Your teachers have been telling me that one of the most demanding challenges they face when integrating technology into the classroom is troubleshooting when a student has an issue with their device."
Teaching
Demonstrate for participants how to: “Watch me as I show you how I troubleshoot issues when they are brought to my office"
First, I ask the student what the problem is. Very often, they are vague, saying only that "My laptop is messed up."
I ask for clarification, "What are you trying to do and what is your computer doing?"
Make the student demonstrate what they have tried to do.
I check to see if any applications are running. I close everything.
Next, I try to replicate the task, that is, I try to do it myself. If I cannot do it, I attempt to figure out what the problem is.
I need to determine if it is a hardware issue, which may require sending it to the depot, or if it is a software issue, which I may be able to resolve myself.
Most times, I will restart the machine. Very often this fixes the problem
Guided Practice
Guide participants through the process of: identifying the source of the problem and the resolutions to try.
1. If the computer is not responding, or responding very slowly, make sure there is no animated background on the desktop. This slows the pc down tremendously. You may try running Disk Clean Up. (That is another lesson)
2. Problems that occur in applications like MS Word or Inspiration are software issues. If restarting doesn't help, try the Help menus to resolve them. Demonstrate the Help Menu in MS Word.
3. Problems that occur with the display, voulme, disk drive or keyboard are types of hardware issues. For these, I will show you how to use the Device Manager in the Administrator log in to see if the device is working properly.
4. For problems connecting to the Internet, run Intel Proset. Check that the radio is on.
5. Demonstrate how to access the device manager.If the device is working, and you still can't resolve the issue - send it to the Depot
If the device is not working - send it to the Depot.
6. For printing problems check the default printer
7. Check out the Help and Support icon on the Start Menu WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have: “Take the next 30 minutes to explore the Help Menus in MS Word and the Device Manager in the Administrators log in and the Help and Support Center on the Starty Menu. Find possible causes and resolutions to the issues below and keep track of where you found them. In 30 minutes we will come back together and share.”
Participant Activity
Find: Step 1 - The place to check to see if the radio is on Step 2 - How to check which printer is set as the default printer Step 3 - Write out the clicks to find the Device Manager Step 4 - The colors in the Display are all messed up. Where might I go to troubleshoot? Step 5 - Find out what the Disk Defragmenter does. Don't run it, just locate it.
Facilitator Conferring
Circulate around the room and confer with participants. Suggest different ways to identify problems and troubleshoot them.
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants share one thing they learned to do today that they didn't know before. ACKNOWLEDGEMENTS
Author: Jessica Campanelli
Email: jcampanelli@schools.nyc.gov
School/Employer: I.S. 162
Title: ISquad Faculty Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SESSION TITLE
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, participants will learn to differentiate between hardware and software issues.
Focusing Questions
What are the most common pc issues we have to troubleshoot?
How can I determine if it is a hardware or a software issue?
How can I troubleshoot the most common issues?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
Resources
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session:
"Your teachers have been telling me that one of the most demanding challenges they face when integrating technology into the classroom is troubleshooting when a student has an issue with their device."
Teaching
Demonstrate for participants how to:
“Watch me as I show you how I troubleshoot issues when they are brought to my office"
First, I ask the student what the problem is. Very often, they are vague, saying only that "My laptop is messed up."
I ask for clarification, "What are you trying to do and what is your computer doing?"
Make the student demonstrate what they have tried to do.
I check to see if any applications are running. I close everything.
Next, I try to replicate the task, that is, I try to do it myself. If I cannot do it, I attempt to figure out what the problem is.
I need to determine if it is a hardware issue, which may require sending it to the depot, or if it is a software issue, which I may be able to resolve myself.
Most times, I will restart the machine. Very often this fixes the problem
Guided Practice
Guide participants through the process of: identifying the source of the problem and the resolutions to try.
1. If the computer is not responding, or responding very slowly, make sure there is no animated background on the desktop. This slows the pc down tremendously. You may try running Disk Clean Up. (That is another lesson)
2. Problems that occur in applications like MS Word or Inspiration are software issues. If restarting doesn't help, try the Help menus to resolve them. Demonstrate the Help Menu in MS Word.
3. Problems that occur with the display, voulme, disk drive or keyboard are types of hardware issues. For these, I will show you how to use the Device Manager in the Administrator log in to see if the device is working properly.
4. For problems connecting to the Internet, run Intel Proset. Check that the radio is on.
5. Demonstrate how to access the device manager.If the device is working, and you still can't resolve the issue - send it to the Depot
If the device is not working - send it to the Depot.
6. For printing problems check the default printer
7. Check out the Help and Support icon on the Start Menu
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to explore the Help Menus in MS Word and the Device Manager in the Administrators log in and the Help and Support Center on the Starty Menu. Find possible causes and resolutions to the issues below and keep track of where you found them. In 30 minutes we will come back together and share.”
Participant Activity
Find:
Step 1 - The place to check to see if the radio is on
Step 2 - How to check which printer is set as the default printer
Step 3 - Write out the clicks to find the Device Manager
Step 4 - The colors in the Display are all messed up. Where might I go to troubleshoot?
Step 5 - Find out what the Disk Defragmenter does. Don't run it, just locate it.
Facilitator Conferring
Circulate around the room and confer with participants. Suggest different ways to identify problems and troubleshoot them.
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants share one thing they learned to do today that they didn't know before.
ACKNOWLEDGEMENTS
Author: Jessica Campanelli
Email: jcampanelli@schools.nyc.gov
School/Employer: I.S. 162
Title: ISquad Faculty Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.